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Validity of High‐Stakes Assessment: Are Students Engaged in Complex Thinking?
Author(s) -
Lane Suzanne
Publication year - 2004
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2004.tb00160.x
Subject(s) - accountability , learning standards , standards based assessment , no child left behind , psychology , academic standards , quality (philosophy) , educational assessment , content validity , alternative assessment , relation (database) , mathematics education , standardized test , pedagogy , political science , higher education , psychometrics , computer science , developmental psychology , epistemology , philosophy , database , law , curriculum
The validity of high‐stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high‐stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system.